Lesson Plan

Your NAME: Tara Reed

Type of Lesson: Graphics and Mobile Devices in Education
Lesson Plan Title Identifying and Describing Adaptations with Jing
Discipline and Topic Science: Adaptations of Plants and Animals to Environments
Target Population
Primary - This lesson is intended for 3rd grade students in general class setting. The
lesson can be taught as whole group or in small groups. The location will be in the
computer lab, but can also be held in the homeroom class with a set of computers large
enough to have a 1:1 ratio for the intended group.
Curriculum Links
This activity is part of a larger lesson on Habitats and Adaptations. Before this lesson
students learned about characteristics of different habitats and what animals and plants
are found there. Students have begun the chapter on specific adaptations to species over
time and how it helps with survival. After this lesson students will go on to learn about
how habitats are changing and what impact humans play in that role.
New York Science Standards: Standard 4 The Living Environment
Key Idea 3 : Individual organisms and species change over time.
Major Understandings
3.1c In order to survive in their environment, plants and animals must be adapted to that
environment.
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Major Understandings:
5.2a Plants respond to changes in their environment. For example the leaves of some
green plants change position as the direction of light changes; the parts of some plants
undergo season changes that enable the plant to grow; seeds to germinate, and leaves to
form and grow.
5.2b Animals respond to change in their environment
5.2e Particular animal characteristics are influenced by changing environmental
conditions including: fat storage in winter, coat thickness in winter, camouflage, shedding
of fur.

5.2f Some animal behaviors are influenced by environmental conditions. The

behaviors may include: nest building, hibernating, hunting, migrating, and
communicating.
Common Core Standards:
Reading for Information Standard 4: Determine the meaning of general academic and
domain specific words and phrases in a text relevant to a grade three topic.
Reading for Information Standard 7: Use information gained from illustrations and words
in a text to demonstrate understanding of text.
Objectives
Given a picture of a plant or animal, students will be able to identify adaptations of the
selected plant/animal.
Given adaptations of plants or animals, students will be able to distinguish between
physical and behavioral forms with 80% accuracy as graded by a rubric.
Given a picture of a plant or animal, students will be able to explain how the identified
adaptation helps the plant/animal survive with 82% accuracy as graded by a rubric.
Given a computer, students will be able to create an image in Jing showing specific
adaptations of their selected plant/animal.

List the ISTE Student Standards/Profiles objectives with which your lesson plan
aligns.
2. Use digital-imaging technology to modify or create works of art
for use in a digital presentation. (1, 2, 6)
1. Creativity and Innovation
2. Communication and Collaboration
6. Technology Operation and Concepts

Materials and Timing

This lesson will be completed in one class setting of 55 minutes.
Materials include:
SmartBoard
Computers enough for 1:1 computer ratio
Science textbook for examples and terminology
Jing software will be pre-installed on each computer
Access to printer is optional
Volunteers to assist with technical difficulties
Copies of rubric for grading (1 for each student)

Scope and Sequence

Sample student answers to questions are listed in red
Students will already have been exposed to the topic of adaptations and given examples
of adaptations in plants/animals and their importance. Copies of rubrics are placed at
each seat in advance as a reference.
Introduction (5 min):
Students arrive at the computer lab and sit on the carpet in front of the SmartBoard.
Teacher asks students: What have we been studying this week? (adaptations to
environments)
What is an adaptation? (a change to a plant or animal so it is better suited for its
environment)
What is the difference between physical and behavioral adaptations? (Physical is
something with their body. Behavioral is something they do.)
Why do plants and animals have adaptations? (It helps them survive)
Share some examples by pulling some photos up on the smart board and allowing
volunteers to describe an adaptation they see along with its purpose.
Teacher explains: Today you will select a photo of a plant or animal of your choice that
has some adaptations. You will use Jing to identify as many adaptations as you can and
explain their purpose.
Body (40 min)
Pull up the sample and go over it with students
(students have previous acquired the knowledge needed to be able to capture an image
with Jing and edit the image).
Point out the arrow pointing to the adaptation. They will create the arrow and a text box
that explains the adaptation and why it is important for that plant/animal.
Remind them that they may use their textbook or the search engine to research
adaptations if needed.
Pull up the rubric, so students know how they will be graded and go over each section.
Brainstorm: Ask students What are some ideas of plants or animals you could select
for your project?
Call on volunteers and create a quick list on the Smartbaord.
Go over any questions.
Remind students that if they need technical help the sit quietly, raise their hand, and wait
for an adult.
Release students to computers and allow time to work.
Have students save to our class folder labeled Adaptations labeled with their name and

plant/animal name.
Closure (10 min)
Have students properly log off their computers.
Bring them to sit at the carpet.
Open the class folder labeled Adaptations on the SmartBoard where students have
saved their documents with their names.
Quickly scroll through a few of the documents naming the plants and animals that were
selected to gain interest.
Ask closure questions:
What were we learning about today? (adaptations to environments)
Turn to your shoulder partner and name some that you discovered today. (allow 3 minutes
of partner talk. Students have been previously introduced to shoulder partners as the
person sitting next to you. If students dont have a shoulder partner, quickly assign them
one).
Explain to your partner why are adaptations important? (they help the animals/plants
survive)
What would happen without those adaptations? (they might die)
Explain that the Jing projects will be available in our class Adaptation folder and that
they may visit the folder to view each others projects during free time or as a station in
our reading groups for the next few weeks.
Tomorrow we will move on to changing environments and how that might affect our
plants and animals.
Supplemental Materials
See below for images to be used in introduction
See below for Sample Jing project

Evaluation of Students
Objectives

3 points

2 points

1 point

identify
adaptations of
the selected
plant/animal

Student identifies
3 or more
adaptations

Student identifies
two adaptations

Student identifies
one adaptation

distinguish
between physical
and behavioral
adaptations

Student labels all

adaptations
correctly and has
both physical and
behavioral
adaptations.

Student labels all

adaptations, but
they are only
identified as
physical
adaptations.
Some labels may
be incorrect.

Student labels
some adaptations
as physical or
behavioral. Some
of these labels
may be incorrect.

explain how the

identified
adaptation helps
the plant/animal
survive

Student explains
all adaptations
correctly and
identifies how
each one helps
the plant or animal
survive

Student explains
all adaptations,
but some may be
incorrect.

Student does not

explain all
adaptations.

create an image
in Jing showing
specific
adaptations

Student
successfully
captured and
image with Jing
and edited it to
explain
adaptations of a
chosen plant or
animal.

Student captured
a picture with Jing,
but did not edit it.

Total __________ / 11

Evaluation of the Lesson

The lesson will be considered successful if all students are able to complete the
assignment with 82% accuracy, or 9 out of 11 on the rubric. The most important
objective is whether or not the students can identify the adaptation, determine if it is
physical or behavioral, and explain the purpose. I expect students to score at least a 5 out
of 6 in these area of the rubric combined. If students are having trouble identifying or

explaining adaptations then an adjustment for next year might be to extend the project to
two days. Day 1 will be researching the animal or plant, and day 2 would be creating the
Jing profile. Teacher could also extend this lesson to a writing assignment discussing the
adaptations of the students chosen species.

Sample pictures to be used in Introduction:

Sample Jing Project